How Do Bilingual Children Feel about Learning English as a 2nd Language - Assignment Example

Chapter 5: How do bilingual children feel about learning English as a 2nd language and how this affects the self of each child? Introduction Onecan not understand and analyze how children feel about learning English as a second language, or how it affects them as individuals, without giving important consideration to class room analysis. Through the use of interviews, different sets of questions were asked to a number of students to establish how children feel about learning a second language, and the different ways that language learning affects them personally. However, before discussing any determined results, we must underline the importance of language awareness and its theoretical foundation in the acquisition of learning a 2nd language. Effective instruction for children from culturally diverse backgrounds requires a variety of instructional activities--small group work, cooperative learning, peer tutoring, individualized instruction, and other strategies that take the childrens diversity of experience into account. Many of the important educational innovations in current practice such as untracking and mixed-age grouping--are the direct result of teachers adapting their teaching to the challenge posed by children from culturally diverse backgrounds (Barry Mclaughan, Online Article, 1992). Culture, social identity, ethnicity, religion, and perceived class status, all need to be taken into consideration in language learning, and all have differing causes and affects in both the teaching and the learning of a second language. A clear teaching perspective, which is based on a solid theoretical foundation, is of vital importance to both the successful application of language learning, and for that of the well-being of the student, if language learning is to be both effectively taught and learnt. An understanding of the variations and diversities within cultures needs to be respected, encouraged, and accepted within the classroom setting, which will then lead to a suitable, and comfortable, learning environment, where students can relax and concentrate without feelings of inferiority. And methods of teaching need to be carefully considered, with an emphasis on a good teacher/student relationship that leans towards creating confidence within the student. In this chapter, we will be to analysing the language awareness/self concept of two groups of children by class analysis. The available interviews will be examined and analysed in order to understand how do the children feel about learning English as a second language and how, or if, this is affecting them in general. Interview Procedures. The interviews were conducted in an open plan setting, in order to put the children at ease, and therefore helping them to feel comfortable when responding. There were seven interview groups, with 5-6 children within each group, making a total of approximately forty children. Three of the groups were from Germany and four were from Greece. Differing questions were posed to each group, through which an understanding of the children’s perceptions of language learning, and the affect upon the child will be determined. The Group A interviews were conducted with Greek attending children, learning English as a second language, in a German school, and those of group B, concerned children learning English in a Greek school. This first section of this chapter will determine what the students thought in terms of their teacher’s ability to teach, their view of how s/he treated them in the academic environment, and how this affected the self of the group. The second section will establish how the behaviour in the classroom can be translated as strong or weak self-expression, and consequently interpreted as either a strong or weak self. And the third section will be dealing with how children feel about academic excellence, classroom performance, and their different cultural attitudes towards diverse minorities. Students’ interview questions regarding teachers. In this section we will be considering how the students of each group consider their teachers, reflecting on the children’s view of their teaching ability, classroom behaviour, and whether the students view their teacher as being interested in them. Teaching methods will be considered, along with lesson preparation, and classroom interaction. We will be treating each interview session separately, giving an indication of the strengths and weaknesses as viewed by the students, in each one. Finally an analyse will be made of the material considered, with considerations on how this affects the self of the child. Interview One Of first importance when considering the student/teacher relationship, is the fact that the members of group A (1st interview), which was with Greek children who were learning English as a second language in a German school, had a far better grasp and working knowledge of English than that of group B. Not only did they understand the questions better, making far less mistakes in answering (or not answering at all, as was often the case in group B), but their responses were clearer, more positive in terms of learning a second language, and they used a richer vocabulary. Group A – response to the first question: Q: Is your teacher friendly and approachable? How? A: Yes, as a matter of fact he is. He is very friendly eeee, he smiles eee, he is very polite and he allows us to make a lot of questions about the lessons. Group B – response to the first question: Q: Akis, Ok. Now I have to ask you some questions and you have to answer, ok aaa do you think that your teachers friendly in the classroom? A: Αχ. Ξαναπές τε το κυρία. Q: ……….speak in English. Is your teacher friendly in the classroom? A: eee yes it is Q: Who it is? A: The teacher The Greek child answering the above question (1st interview, group B), responded immediately in his/her mother-tongue, and needed to be encouraged to answer in English, which could have been due to a lack of confidence. However, other group members were also hesitant in their answers, were often contradictory, and seemed to have some difficulty in both understanding the questions and in responding to them – using ‘it’ rather than s/he, for example. The students in group B (1st interview), were also not always clear about their teachers capacities, and often didn’t answer the questions. They seemed confused, were perhaps lacking in concentration, and showed an unwillingness to speak - although it is unclear if this was due to an inability to express themselves in English, or due to a general lack of appreciation for the teacher. Certain they were disparaging when answering the questions concerning the way in which the teacher taught them, seeing the methods used as unfair and even wrong. There were several issues raised, which were seen as negative: A dislike for emotional expression was revealed, including the fact that it was not at all appreciated, but this was accepted as being ‘usual’ and, therefore, was apparently respected. Students also felt that the teacher didn’t encourage them enough (especially those who had more difficulties in grasping the language), gave different “things” to different children, which was seen as wrong, and didn’t give them enough time to respond. The level of language used, which was seen as being too academic or technical, was also criticized. On a more positive note, it was understood, and accepted, that the teacher couldn’t know everything. Group A, in contrast, gave clear answers, used good vocabulary, and went on to give lucid examples of the teacher’s abilities. Their answers reflected an attitude of respect for the teacher as a person, recognition of his/her teaching capacities, and an understanding and appreciation of the work the teacher carried out (especially within that of preparation), on their behalf. Students also felt that the teacher used “very approachable vocabulary” that they were able to understand, was able to transmit the language efficiently, and had a good knowledge of the subject. Interview Two: Group A students stated that their teacher was both friendly and approachable; although there were times that she would either shout or swear at them. Some students felt that the teacher used a level of vocabulary that was understandable and appropriate, while others claimed that they didn’t understand anything that was being said. All of the students found the teacher’s emotional behaviour to be appropriate. The second interview with Group B Greek Students, revealed a better rapport between the teacher and the students. They indicated a clear understanding of, and appreciation for, the work that the teacher implemented for the students, and recognition of the knowledge and capacity of the teacher. The children also felt that the teacher praised and encouraged them, and there was a strong recognition that “they express their feelings because eee they want to be good with us and close with us,” which is an indication of a good teacher/student relationship. This group also thought that the teacher allowed enough time for them to think before answering, and that s/he was encouraging with the more timid, or weaker students, which helped them to speak. And, although the group considered that there were some occasions when the teacher might use vocabulary that was academic or technical, for the most part they felt that the language used was appropriate to their needs and level. Some negative aspects, however, were expressed. The students felt, for example, that the teacher wasn’t always fair, and did not treat the children equally. And although, as expressed earlier, there was the acceptance of expressed emotions, children claimed that the teacher shouted a lot in order to achieve silence. Interview Three: Group A students felt that their teacher was approachable and friendly. They considered her to be a “good teacher”, who was able to teach them effectively. The teacher was not seen as expressing his/her emotions in the classroom, although the students showed some difficulty in understanding this question and, therefore, their responses were somewhat confused. The children also had some difficulties in understanding the question of whether, or not, the teacher showed fairness and treated them equally, but after having the question simplified, they expressed the belief that s/he was fair and did treat them the same. There is also good allowance made within the classroom setting for the asking of questions and any explanations that may be required. Greek children in group B found their teacher to be friendly, but not as approachable as they would like, and too quiet - which they considered to be a negative aspect within teachers and not conducive with the teaching profession. They also felt that she did not express her emotions in the classroom, which they saw as being typical. The students also felt that she didn’t treat the class as a whole, but had her favourites and, therefore, there were students who did not receive the same amount of attention. This was due to the belief that some of them were treated differently, receiving more personal consideration from the teacher, which they considered to be unfair. The group also expressed the opinion that the teacher’s methods of schooling were boring, which led to students talking and making a noise. Evidently this teacher had problems in controlling the class, and was generally not liked by the children, who disrupted the lessons through talking and making a lot of noise. The students expressed very clearly that the problem was not to do with the difficulties of learning a second language, or through any lack of understanding, but due to the fact that the teacher’s lessons, and his/her manner of teaching, were boring. They felt that not only was the teacher not approachable, but that s/he needed to spend more time talking with them, and explaining things in more detail This teacher only received a minimum of respect from the students, who claimed that s/he swore and often screamed at them. Interview Four The Greek students in this group (B), considered their teacher to be friendly and approachable. They felt that she was very patient with them, even when making noise, and that although she did punish them for bad behaviour, she was fair. Her emotional behaviour within the classroom setting was considered to be good, and the children saw her as always being happy. The students believed that the teacher treated them equally, and that the vocabulary s/he used was both understandable and appropriate. Time allowance was made for questions, and if the students did not understand something they were able to ask, and clear explanations were given. The students stated that they showed respect for their teacher, both inside and outside of the classroom. However, some confusion occurred when considering whether students learnt through bring educated by a good teacher, or whether problems in learning came from the student, which showed conflicting and contradicting responses. Analyse and Summary Two of the group B interviews revealed quite serious problems concerning teacher/student relationships, which led to difficulties in learning a second language, and caused disciplinary problems due to a lack of authority. “The teacher is the key in providing for the needs of these students and engendering the sense of trust that is essential if ESL learners are to benefit from ESL programs” (Roessingh, Hetty, Online Article, 2006). The relationship between a teacher and his/her students, which has been the subject of various recent studies (Barry Mclaughan, Online Article, 1992), is vitally important to the facilitation of learning in any given teaching setting, but it is of particular importance in that of learning a second language. It has been widely understood, and accepted, that people learn better when respect, a good student/teacher rapport, recognition of teaching ability, and good transmission skills are present. However, it is also possible that the group of students within the first group (Interview 1, group B), were uncomfortable in the interview, and perhaps embarrassed – although it is doubtful that this was the root cause in the other group that also revealed serious problems within the areas stated above. The wide-spread assumption that children are less inhibited and/or less embarrassed than adults when they make mistakes in trying to communicate in a second language is unfounded. “If anything”, states Barry Mclaughan, “children are likely to be more shy and more embarrassed before their peers than are more mature adults. Certainly, children from some cultural backgrounds are extremely anxious when singled out and called upon to perform in a language they are in the process of learning” (Barry Mclaughan, Online Article, 1992). The German groups all reported good student/teacher relationships, with only minor apparent difficulties, which were more to do with the level of vocabulary being used. All three of the German groups also indicated that the methods of teaching that were used enabled students to feel encouraged, which gave increased confidence and language awareness, heightened the children’s interest in language learning, and resulted in positive affects and feelings of self. Their language ability, in both speaking and understanding, was markedly different from that of the four Greek groups, and the students were able to express themselves with more confidence. The Greek groups, in contrast, all clearly struggled in both understanding and the ability to speak, with questions often not being responded to at all. Students were far more aggressive towards teachers in these groups, expressing that they believed that they were being treated unequally and unfairly. Their confidence was poorer than that of the German groups. The way that children feel towards a teacher can have direct results on performance levels within the classroom, and certainly reflects in their feeling of self. There were several groups within the B groups that revealed disciplinary problems, with students feeling that they were almost justified within their bad behaviour, due to the fact that the teachers were seen as being unfair. Human beings all have a strong sense of injustice, even when it is misplaced, and this feeling reflected clearly within certain parts of the interviews conducted with the Greek groups. There is also a marked difference between the two groups in terms of self, with the German groups being far more confident, fluent, and fairly happy concerning their English course and the acquisition of a 2nd language. The contrast is also evident when studying the different attitude that these students portray concerning teaching methods and the teacher’s abilities, with the German groups being far more complimentary, showing respect, and enjoying the course. Questions regarding the students themselves. From the second set of questions, I will try to establish, how the behaviour in the classroom can be translated as strong or weak self expression in classroom that can consequently be translated as strong or weak self. Interview One The German (A group) were direct, and clear, in the majority of their answers during the interview. They showed very few problems understanding the questions, although there is one clear exception, but in general they demonstrated a firm grasp of language skills, including the use of good vocabulary. Their support, and understanding of the work carried out by the teacher, whose methods of teaching were seen as “special”, perhaps even unique, portrays the respect that these students held for their teacher. The students also see themselves as a united group, which demonstrates a high level of group identity, and is a positive factor that has led to strong self expression. They state that through their united front, and the teaching skills of their teacher, the acquisition of a 2nd language had been simplified. They were willing to fully participate in classroom activities, to seek further help on anything they’d failed to understand, showed respect for the teacher and their peers, and understood the need for class discipline and personal responsibility concerning the well-functioning of the course. The self of this group is evidently strong, with confidence that comes though good teaching skills and a strong rapport between teachers and their students. The direct result of these two essential ingredients in language learning is facilitation, which leads to self-confidence and personal satisfaction during the education process. Group B students struggled in answering the majority of the questions they were asked, with many having no response, and there appears to be an underlying feeling of defensiveness within this group. Their responses, when they do understand and answer, are abrupt and seem to become more and more aggressive. There is evidently a dislike within this group, both for the teacher and for learning a second language. The beginning of the interview shows a response in the manner displayed above, but further on when talking about the presence of students from different culture groups the questions are answered with more assurance, although the responses are very negative. It would appear that this group were very hesitant when answering questions concerning teaching methods, the relationship between themselves and the teacher, and questions relating to other students. Consequently, they show a poor group identity, a low self-esteem, and dislike for learning a second language. And, despite affirmation claiming the ability to understand most things, students generally showed poor language skills. Interview Two The German group seemed to have mixed feelings concerning both their teacher, learning methods, and whether they understood everything that took place during classroom activities. However, the general atmosphere of the interview suggests that these students were content with both their teacher, and with learning a second language. Although there is little within this interview that reveals the level of classroom participation, there is evidence that suggests that the teacher sometimes had difficulty controlling the class, which would point towards an imbalance in group identity and expression. Some of the students also claim that they are not able to follow the course, which could point to a lack of balance in teaching methods, and that they have difficulty in understanding what the teacher is saying. This spilt in the classroom, which reveals two levels of students, means that a balanced group identity is difficult to achieve. The result, which is clearly portrayed through the responses given in the interview, is that two groups are formed, with two different self-expressions. On the one hand we see students who claim that their teacher was both friendly and approachable, on the other those who state that she screams and swears at them. There is clearly one group that follows the course without difficulty, while others claim to understand nothing. Due to this tension, there are different strengths and weaknesses in this group, and different forms of expression. Some responses show good confidence, language awareness, and support for the teacher and his/her teaching methods, while others portray the exact opposite. Group B students had a positive outlook concerning both their teacher, the teaching methods used, and the way they felt about learning a second language. There is evidence of a strong rapport between the teacher and the students, with the latter clearly recognising the teacher’s work on their behalf, and acknowledgment of praise and encouragement. The group identity of this group appeared to be better than its German counterpart, and the self-expression shown was both strong and positive in many regards. However, there was also a general feeling that the teacher was unfair, along with accusations of inequality in the way students were treated, and claims that point to possible discipline problems; i.e. The teacher shouted a lot. There is also evidence of good student participation in classroom activities that point to a positive attitude concerning learning a second language, and which also reveals confidence and good self-esteem. Interview Three Group A students had a good rapport with their teacher, who they considered used good learning methods, and who was able to teach them effectively. Students also felt able to ask questions, were happy to participate in classroom activities, and showed a positive attitude concerning language learning. The students portrayed strong self-expression, with good group identification, despite some feeling that the teacher was not always fair, or equal, in her treatment. They were also more confident when answering the questions, with responses that were demonstrative of a well-balanced group. The Greek group revealed very negative reactions concerning their teacher, the teaching methods used, and the way that they felt about learning a second language. Classroom discipline was a major problem, with the students showing little respect, and there were accusations of unfair, and unequal, treatment. The negative reaction of this group is the strongest amongst all the other participating groups, with statements and reactions that point towards complete disunity, lack of group identity, and poor teaching methods. They refuse to take part in classroom participation, consider the lessons to be boring, and understand little of what the teacher is trying to teach them. This group clearly dislikes their teacher, learning English, and expressed this dislike through disruptive behaviour that resulted in a chaotic learning atmosphere. The expression show here is weak, unproductive to learning, and unhelpful in all aspects pertaining to learning a second language. Interview Four The last group of students, which were part of the Greek groups, had a good rapport with their teacher, believing her to be friendly, and that she implemented teaching methods that were effective. They spoke of fairness, patience, and a good countenance that was considered as being conducive to learning a second language. This group showed good self expression, being willing to participate in classroom activities, and feeling able to ask questions. Their group identity was good, with allowance being made for the well-being of other students, and a willingness shown to behave modestly during lessons. Analyse and Summary It is clear when regarding the observations made through these interviews that the facility of language learning is enhanced according to, the rapport between the teacher and the student, the general attitude of the class concerning group identity, and the attitudes of the concerned students. The different attributes and expressions that are portrayed through self-perception, group identity, and student/teacher rapport, are all important indicators of the ways in which a student manages self-expression. The different emotions displayed, which are revealed through either strong or weak forms of expression, can be a useful tool in identifying group structure, successful teaching methods, and other factors that are helpful in determining how the successful transmission of a second language occurs. General questions in regards to the everyday classroom life. (foreign students, class diversity, culture). From the third set of questions, which can be described as general questions, I will try to establish how children feel about academic excellence, classroom performance, and different culture attitudes towards different minorities. Judging on how they feel about the above mentioned questions, we can prove how the learning of English as a second language can affect the self of the child - in other words, how the teaching of the foreign language in a classroom with different minorities, can affect the general outcome of the process, by dividing the class in to groups for example. Interview One The German group had an extremely positive attitude concerning academic excellence, were willing to participate in classroom activities, and were positive concerning the presence of people from ethnic minorities. They portrayed a confident attitude, which reflected an affirmative sense of self and good self-identification within the group. The group of Greek students (group B), were negative concerning the presence of children from different cultures, claiming that they didn’t know how to behave, and that their cultural and language differences slowed the class down. They also showed hesitance, defensiveness, and a disinclination to respond to questions. In consequence, there was limited interest in academic excellence, inadequate participation in classroom activities, and minimum respect for both the teacher and the methods used for learning. Interview Two Group A were the group that appeared to have two separate group identities when answering questions, which led to confused and contradictory answers. And, although student responses appeared to give general satisfaction concerning the course, there were still many factors that didn’t always support this, and two ways of viewing the various elements that are being questioned within this paper. Therefore, with reference to these two contradictory views, we have one group that appears content with the course, regarding the teacher as capable, and aiming towards academic excellence. And, on the other hand, there is the group who claim that the lessons are difficult to follow, the teaching methods used ineffective, and who disrupt the class. The self of the two groups must, therefore, when considering the two extreme points of view, be just as different. The first group reflecting a positive, confident attitude concerning learning a second language, and the second portraying the contrary. Concerning the attitude towards the presence of those from other cultures, this group was extremely positive, showing a clear understanding of the teaching difficulties in educating those from diverse cultures, but affirming the practice in spite of obvious challenges. The Greek students within this group showed good self-esteem, a high regard for academic excellence, and good classroom participation. Their attitude concerning learning second language was positive, and they had a good rapport with their teacher. Their observations concerning the presence of students from other cultures were well-balanced. They stated clearly the benefits that having other cultures brings, and the rights that all children merit, but they also admit that their presence can have a negative affect on the course. Interview Three Another group that portrayed a good rapport with their teacher, Group A showed a positive and balanced view towards learning a second language. Their willingness to participate in classroom activities, which also includes all the other groups that revealed this attribute within this analyse, showed a health and positive view of self within the learning environment. They were also positive in terms of academic excellence and group identification. This group also presented problems caused by the presence of those from other cultures, stating that repetition and language difficulties were the main cause. The Greek group showed very poor self-identification in respect to learning a second language, which revealed negative feelings and a disrupted classroom setting. Believing themselves to be victims of unfair and unequal treatment, this group had low self-esteem, group identity, and little interest in second language learning. The attitude toward the presence of students from other cultures was also extremely negative within this group. Their presence was seen as a hindrance, and the student, perhaps due to language difficulties, came across as racist. Interview Four This group showed good self-identification, a strong rapport with their teacher, and a good acceptance of teaching methods. They stated that their ability in relation to class performance and academic excellence depicted their teacher’s strong professional capacities. Their attitude towards the presence of students from ethnic minorities also reflected the high esteem that the students felt in regard to learning a second language, with students being able that they were able to reflect the difficulties posed by having diverse cultures, without feeling that they were necessarily racist. Analyse and Summary It is clear through the responses recorded that students are encouraged through the presence of a good rapport with the teacher, teaching methods that are varied, appropriate, and interesting, and the existence of positive group identity that is united. These factors are important to the presence of a self which portrays confidence, peer and teacher identification, and positive attitudes towards the acquisition of a second language. Conclusion Throughout this chapter we have tried to analyse the way that students feel about learning English as a 2nd language and how this affects the self of each child. Through establishing strong or weak group identification, the strength of the rapport between the student and the teacher, the methods used for learning, and classroom interaction, a report concerning student responses within each interview group was complied in order to stress reoccurring themes and topics. One of the major themes that recur throughout this report is that of the importance of the relationship between students and teachers. Within every group, without exception, this vital element was one of the most important indictors of successful language learning, and was clearly reflected within the response of the students within each group. The groups that portrayed a positive attitude towards academic success, classroom participation, and second language learning were all within those groups that indicated good student/teacher relations, and were also those groups showing higher levels of language awareness and good self-esteem, resulting in optimum competence and confidence. Within the groups that did not portray this rapport, discipline was a problem to a greater or lesser degree – and something which was dependent upon the level of rapport. The results show that the worse the rapport between the teacher and student group, the more negative students expressed their dissatisfaction with learning a second language. Although student participation is a positive sign concerning the willingness on the part of the student to commit themselves to learning, the presence of diverse cultures can lead to difficulties that can impinge effective language transmission. This is delicate situation, which needs to be carefully monitored. However, in general, students who were experiencing a positive language experience were also, for the most part, positive concerning the presence of students from other cultures. Bibliography Barry Mclaughan, Online Article, 1992, Myths and Misconceptions about Second Language Learning: What every teacher needs to unlearn. Information retrieved 30/03/2007. Roessingh, Hetty. Online Article, 2007, The Teacher Is the Key: Building Trust in ESL High School Programs. Information retreived 30/03/2007 Read More